Constructivist Conversation: To Sir With Love, 26 August
INTASC 7: Planning
INTASC 3: Diverse Learners
- We observed clips from this movie about a teacher's first day at school
- By the opening scenes, it is apparent that the students are problem students, with disciplinary and attitude problems
- The new teacher encountered cynicism and pessimism from fellow teachers and administrators
- The new teacher took attendance on the first day of class; the students were rebellious and disinterested
- The new teacher required each student to read aloud from a text to assess reading levels
Chris Biffle Power Teaching techniques: annotations INTASC 2: Student Development INTASC 4: Multiple Instructional Strategies INTASC 5: Motivation and Management
Whole Brain Teaching: the Basics http://www.youtube.com/watch?v=eBeWEgvGm2Y
- Introduced and demonstrated "Class-yes" and "Teach-OK" techniques to the class
- Introduced scoreboard and "extra credit-dextra credit" "smiley-frowny" and "more homework-less homework" plus use of "mighty oh yeah-mighty groan"
- Introduced the concept of microlectures
- Introduced "hands and eyes" to get attention to make a big point
- Comprehension check by listening to partners teach-OK to each others
Middle School with Biffle using all the expectations http://www.youtube.com/watch?v=JJw9mzCtWbk&feature=related
- How to begin whole brain teaching
- Used power teaching to teach five classroom norms and standards
- Using visual indications and hand motions to identify, teach, learn, review concepts
Lesson 1 input (samples may include elementary and Biffle will come in to introduce Power Teaching) http://www.youtube.com/watch?v=W1kxpBPtqyI&feature=related
- Beginning power teaching at an elementary school
- Using visual indications and hand motions to identify concepts
- Advice on how to begin using power teaching: "we're going to use a more advanced method"
Lesson 2 lecture http://www.youtube.com/watch?v=2lHL78quPag&feature=related
- Five classroom rules and signs/pictures that go with them: introduced how to teach
- Follow directions quickly
- Raise hand for permission to speak
- Raise hand for permission to leave seat
- Make smart choices
- Keep your dear teacher happy
- H ow to practice the rules: make it fun
Lesson 4 Lecture http://www.youtube.com/watch?v=mS9btiKerAA&feature=related
- Five classroom rules in more detail
- Rule two: raise hand for permission to speak
- How to enforce it: practice breaking rule 2, and have class say aloud what is rule 2
- When teacher says "rule 2," class says the rule aloud
Lesson 5 Lecture http://www.youtube.com/watch?v=g183OXxJ2pw&feature=related
- Review of five classroom rules
- Rule three: raise hand for permission to leave your seat
- How to enforce it: practice breaking rule 3 and have class say aloud what is rule 3
- When teacher says "rule 3," class says the rule aloud
Lesson 6 input http://www.youtube.com/watch?v=CB1VFY3B9Zo&feature=related
- Five classroom rules in more detail
- Rule 4: make smart choices
- Talk to students about different choices they can make in daily school life, in class, on the playground
- Teaches moral reasoning
- Misbehavior: talk one on one; review the possible choices
Lesson 7 input http://www.youtube.com/watch?v=hmAnGnJKlwA&feature=related
- Five classroom rules in more detail
- Rule 5: keep your dear teacher happy
- Use this rule to enforce other rules where students find loopholes; there is no possible loophole with Rule 5
INTASC 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.
INTASC 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.
http://www.youtube.com/watch?v=LrKmM1cEffU&feature=related - This was a brief introduction to Bloom's taxononmy
- Sorry, but due to the accent and very poor sound quality, I understood about every fifth word
- The slides indicated the difference between surface learning and deep learning
- The slides also indicated the concepts of Skills, Knowledge, and Attitude
Introduction to Assessment and Bloom http://www.youtube.com/watch?v=eZARe2_HQcA&NR=1 - Three domains or categories of learning: cognitive (thinking), affective, and psychomotor
- Focus here on cognitive
- Different levels of learning in each domain; six in the cognitive, from lowest to highest o Knowledge o Comprehension o Application o Analysis o Synthesis o Evaluation - Students must go "up the ladder" to reach higher levels of learning
Vella's Twelve Principles of Good Teaching http://www.youtube.com/watch?v=fFYI_Qo8wpY&feature=related - The same difficult to understand accent as on the first video, and the same poor sound quality
- Twelve principles were listed on the slides: needs assessment, safety, sound relationships, sequence and reinforcement, praxis, respect, ideas, feelings, and action; immediacy, clear roles, teamwork, engagement, and accountability
Constructivist Conversation, Thematic Units ch 1, 2, and 3, 23 Sep 2010 - The integrated use of technology is important to the development of interdisciplinary thematic units - Community and parent involvement is important to the successful implementation of an interdisciplinary thematic unit - Selecting a theme for the unit should describe the message or concept that underlines the study, and the theme should fit the mandated content and be of interest to the students - Defining a scope and sequence for the unit will define and limit the exercise - The development of objectives, or the specific learning outcomes, drive student performance - Objectives can be in one of three learning domains: cognitive, affective, or psychomotor
INTASC 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills
INTASC 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. Constructivist Conversation, Folder presentations, 23 Sep 2010 - Teachers must find ways to encourage and reward creativity - Eye contact, and a calm, measured, engaging manner are important to effective teaching - Enthusiasm and creative use of eye and facial expressions, combined with humor, are helpful to effective teaching - Appropriate use of technology can be helpful in the classroom or laboratory
INTASC 5. Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
INTASC 6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Constructivist Conversation, Thematic Units ch 4 and 5, 30 Sep 2010 - Assessment of learner progress must be built into the thematic unit lesson plan - Student achievement is assessed in three steps: diagnostic, formative, and summative assessment - Verbal and nonverbal student behaviors in the classroom are assessed - Guidelines should be developed for assessing each aspect of student achievement - Testing, writing, portfolios, presentations are among the methods for assessment - Planning a thematic unit involves initiating, ongoing, and culminating activities - A variety of templates can be used to develop the thematic unit lesson plan - Review and reflection after a lesson is executed is essential to improvement
INTASC 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills
INTASC 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goalsINTASC 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. INTASC 8. Assessment - The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
INTASC 7: Planning
INTASC 3: Diverse Learners
- We observed clips from this movie about a teacher's first day at school
- By the opening scenes, it is apparent that the students are problem students, with disciplinary and attitude problems
- The new teacher encountered cynicism and pessimism from fellow teachers and administrators
- The new teacher took attendance on the first day of class; the students were rebellious and disinterested
- The new teacher required each student to read aloud from a text to assess reading levels
Chris Biffle Power Teaching techniques: annotations
INTASC 2: Student Development
INTASC 4: Multiple Instructional Strategies
INTASC 5: Motivation and Management
Whole Brain Teaching: the Basics
http://www.youtube.com/watch?v=eBeWEgvGm2Y
-
Introduced and demonstrated "Class-yes" and "Teach-OK" techniques to the class
-
Introduced scoreboard and "extra credit-dextra credit" "smiley-frowny" and "more homework-less homework" plus use of "mighty oh yeah-mighty groan"
-
Introduced the concept of microlectures
-
Introduced "hands and eyes" to get attention to make a big point
-
Comprehension check by listening to partners teach-OK to each others
Middle School with Biffle using all the expectations
http://www.youtube.com/watch?v=JJw9mzCtWbk&feature=related
-
How to begin whole brain teaching
-
Used power teaching to teach five classroom norms and standards
-
Using visual indications and hand motions to identify, teach, learn, review concepts
Lesson 1 input (samples may include elementary and Biffle will come in to introduce Power Teaching)
http://www.youtube.com/watch?v=W1kxpBPtqyI&feature=related
-
Beginning power teaching at an elementary school
-
Using visual indications and hand motions to identify concepts
-
Advice on how to begin using power teaching: "we're going to use a more advanced method"
Lesson 2 lecture
http://www.youtube.com/watch?v=2lHL78quPag&feature=related
-
Five classroom rules and signs/pictures that go with them: introduced how to teach
-
Follow directions quickly
-
Raise hand for permission to speak
-
Raise hand for permission to leave seat
-
Make smart choices
-
Keep your dear teacher happy
- H
ow to practice the rules: make it fun
Lesson 4 Lecture
http://www.youtube.com/watch?v=mS9btiKerAA&feature=related
-
Five classroom rules in more detail
-
Rule two: raise hand for permission to speak
-
How to enforce it: practice breaking rule 2, and have class say aloud what is rule 2
-
When teacher says "rule 2," class says the rule aloud
Lesson 5 Lecture
http://www.youtube.com/watch?v=g183OXxJ2pw&feature=related
-
Review of five classroom rules
-
Rule three: raise hand for permission to leave your seat
-
How to enforce it: practice breaking rule 3 and have class say aloud what is rule 3
-
When teacher says "rule 3," class says the rule aloud
Lesson 6 input
http://www.youtube.com/watch?v=CB1VFY3B9Zo&feature=related
-
Five classroom rules in more detail
-
Rule 4: make smart choices
-
Talk to students about different choices they can make in daily school life, in class, on the playground
-
Teaches moral reasoning
-
Misbehavior: talk one on one; review the possible choices
Lesson 7 input
http://www.youtube.com/watch?v=hmAnGnJKlwA&feature=related
-
Five classroom rules in more detail
-
Rule 5: keep your dear teacher happy
-
Use this rule to enforce other rules where students find loopholes; there is no possible loophole with Rule 5
Lesson 8 input
http://www.youtube.com/watch?v=8U25w2LIc9w&feature=related
-
Review of power teaching techniques
Bloom's Taxonomy and Lesson Planning
INTASC 2. Student Development - The teacher understands how children learn and develop, and can provide learning opportunities that support a child's intellectual, social, and personal development.
INTASC 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.
http://www.youtube.com/watch?v=LrKmM1cEffU&feature=related
- This was a brief introduction to Bloom's taxononmy
- Sorry, but due to the accent and very poor sound quality, I understood about every fifth word
- The slides indicated the difference between surface learning and deep learning
- The slides also indicated the concepts of Skills, Knowledge, and Attitude
Introduction to Assessment and Bloom
http://www.youtube.com/watch?v=eZARe2_HQcA&NR=1
- Three domains or categories of learning: cognitive (thinking), affective, and psychomotor
- Focus here on cognitive
- Different levels of learning in each domain; six in the cognitive, from lowest to highest
o Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o Evaluation
- Students must go "up the ladder" to reach higher levels of learning
http://www.youtube.com/watch?v=LrKmM1cEffU&NR=1
- This is the same as the first video above, same poor sound quality
http://www.youtube.com/watch?v=e8Tx5zxNMFk&NR=1
- A short animation of words of Bloom's taxonomy
Vella's Twelve Principles of Good Teaching
http://www.youtube.com/watch?v=fFYI_Qo8wpY&feature=related
- The same difficult to understand accent as on the first video, and the same poor sound quality
- Twelve principles were listed on the slides: needs assessment, safety, sound relationships, sequence and reinforcement, praxis, respect, ideas, feelings, and action; immediacy, clear roles, teamwork, engagement, and accountability
Constructivist Conversation, Thematic Units ch 1, 2, and 3, 23 Sep 2010
- The integrated use of technology is important to the development of interdisciplinary thematic units
- Community and parent involvement is important to the successful implementation of an interdisciplinary thematic unit
- Selecting a theme for the unit should describe the message or concept that underlines the study, and the theme should fit the mandated content and be of interest to the students
- Defining a scope and sequence for the unit will define and limit the exercise
- The development of objectives, or the specific learning outcomes, drive student performance
- Objectives can be in one of three learning domains: cognitive, affective, or psychomotor
INTASC 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills
INTASC 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Constructivist Conversation, Folder presentations, 23 Sep 2010
- Teachers must find ways to encourage and reward creativity
- Eye contact, and a calm, measured, engaging manner are important to effective teaching
- Enthusiasm and creative use of eye and facial expressions, combined with humor, are helpful to effective teaching
- Appropriate use of technology can be helpful in the classroom or laboratory
INTASC 5. Motivation and Management - The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
INTASC 6. Communication and Technology - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Constructivist Conversation, Thematic Units ch 4 and 5, 30 Sep 2010
- Assessment of learner progress must be built into the thematic unit lesson plan
- Student achievement is assessed in three steps: diagnostic, formative, and summative assessment
- Verbal and nonverbal student behaviors in the classroom are assessed
- Guidelines should be developed for assessing each aspect of student achievement
- Testing, writing, portfolios, presentations are among the methods for assessment
- Planning a thematic unit involves initiating, ongoing, and culminating activities
- A variety of templates can be used to develop the thematic unit lesson plan
- Review and reflection after a lesson is executed is essential to improvement
INTASC 4. Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills
INTASC 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goalsINTASC 7. Planning - The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
INTASC 8. Assessment - The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.